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Standard IV

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Standard IV: Human Resource Leadership

School executives will ensure that the school is a professional learning community. School executives will ensure that processes and systems are in place which result in recruitment, induction, support, evaluation, development, and retention of high-performing staff. The school executive must engage and empower accomplished teachers in a distributive manner, including support of teachers in day-to-day decisions such as discipline, communication with parents/guardians, and protecting teachers from duties that interfere with teaching, and must practice fair and consistent evaluations of teachers. The school executive must engage teachers and other professional staff in conversations to plan their career paths and support district succession planning.

Standard 4a: Professional Development/Learning Communities

Proficient: Works with others to provide structures for and implement the development of effective professional learning communities and results-oriented professional development; routinely participates in professional development focused on improving instructional programs and practices.

Activities:

  • Actively participated in each grade level's professional learning communities throughout the school year
  • Participated in professional development on several school, district, and statewide initiatives, practices and tools, including: DIBELS Next, SuccessMaker, SmartBoard and Table, CASE21, NC Speech Pathologist Evaluation Tool, etc.

Artifacts:

  • Sample PLC agendas and notes
  • Reflection on how PLCs are working at Belmont
  • Notes from various professional development sessions

Standard 4b: Recruiting, Hiring, Placing and Mentoring of Staff

Proficient: Supports, mentors, and coaches staff members and emerging teacher leaders

Activities:

  • Assisted in conducting several interviews for new teachers using the Gallup "TeacherInsight" interview questionnaire

Artifacts:


Standard 4c: Teacher and Staff Evaluation

Proficient: Works with others to provide formal feedback to teachers concerning the effectiveness of their classroom instruction and ways to improve their instructional practices; works with others to implement district and state evaluation policies in a fair and equitable manner.

Activities:

  • Conducted 15+ formal evaluation cycles (pre-conference, observation, and post-conference) using the NC Teacher Evaluation Rubric and designated conferencing protocols decided on collectively by our administrative team
  • Worked diligently to provide timely feedback on areas of strength/growth for each teacher observed

Artifacts:
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